Abstract: This paper reveals the common technology-based instructional materials utilized by government ESL elementary and high school teachers, their employment of blended teaching, and their attitudes towards blended learning in terms of internationalizing ESL instruction. Literature confirms that technology-supported language learning is effective; nonetheless, no studies on Filipino ESL teachers’ familiarity with blended instruction is found; thus, this study is conducted to fill the gap and recommend integration of blended instruction. Data are gathered through crowdsourcing, casual interviews and focus group discussions and interpreted using Spiro’s (2018) and Maxwell’s (2016) frameworks of blended learning. It involves fifty 21 to 60-year-old ESL teachers from Department of Education schools in a region of the Philippines who are found equating blended ESL classroom with technology rich one only, however confirm openness to blended education. It recommends the global approach to the teaching of English in this diverse and fast-changing globalized Philippine classrooms through digital education.
Keywords: Blended Learning, Internationalization, ESL instruction, Technology, Crowdsourcing.
Title: Basic Education ESL Classrooms: To blend or Not to blend?
Author: Normita D. Alay, Nimfa G. Dimaculangan
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
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